The Australian Curriculum: Geography has an important role in supporting young people to become responsible and informed consumers. Geography supports the development of the following dimensions of consumer and financial literacy.
Approximate proportion of the dimensions addressed in 7-10 Geography
Studying Geography equips students with knowledge about social and environmental issues such as human wellbeing, water availability and food security, and strategies for the management of these. Students also learn about people’s impact on their environments including those caused by the production, consumption and exchange of goods and services.
This knowledge leads students to an understanding of the role that they and others can play in addressing environmental issues and improving human wellbeing, both within Australia and overseas. Students acquire the skills to respond to challenges taking into account environmental, economic and social considerations. They learn to appreciate the values and perspectives of others and are able to clarify their own values and attitudes towards social justice, stewardship of Earth and living sustainably. These deep understandings can be applied to real-world contexts such as making consumer choices that consider social, environmental and ethical implications.
The geographical inquiry process has not been included in this mapping. However, there are opportunities to include all aspects of this strand in the teaching and learning of consumer and financial literacy. For example, the Year 10 unit ‘Environmental change and management’ could present opportunities for students to conduct an investigation into environmental and social changes caused by the coffee trade. The decision to use the geographical inquiry process rests with teachers to consider the educational needs and interests of their students and the local context.
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)